Experiential Student Development: Case Study From Enhancing Performance at Work

As the home and voice of Business Psychology, The ABP continually seeks to spotlight real-world examples of evidence-based programme design that effected measurable change. In light of World Youth Skills Day 2025, we’re sharing a case study from our recently released publication, Enhancing Performance at Work.

This book contains 42 entries from the last 10 years of The ABP’s Workforce Experience Awards that used Business Psychology theories, frameworks, and models to support and improve performance. In the words of ABP Member Mark Drummond, "I was expecting quite a small volume for that price but it's a huge resource!! It has so many case studies and I love how they've been structured. As a consultant this is definitely staying on my desk!"

One case study from this volume that demonstrates how psychological models can be applied to enhance youth skills is 'Experiential Student Development'. In this chapter from the book, note how Gradcore’s Business Psychologists worked with Kingston University to prepare students for the evolving job market.

Experiential Student Development

Kingston University, in partnership with Gradcore, developed an Assessment Centre (AC) Experience as an employability initiative. Running since 2019 and embedded into the curriculum, this experiential programme recreated the graduate recruitment process at scale. In collaboration with 50 employers, 11 academic schools, and Gradcore's Business Psychologists, the AC Experience aimed to enhance student confidence, skills, and graduate outcomes. With 4,900 students participating annually, this initiative supported Kingston’s Future Skills campaign, significantly improving employability. Early results demonstrated substantial progress, including increased graduate outcomes and a rise in student confidence.

Basis for Advice

Four of the Business Psychology models which informed the design of the AC Experience were:

• Kolb's Experiential Learning Theory (1984) – Emphasising a cyclical model of learning through concrete experience, reflective observation, abstract conceptualisation, and active experimentation to deepen understanding and skill development.
• Deci & Ryan's Self-Determination Theory (1985) – Addressing autonomy, competence, and relatedness as drivers of intrinsic motivation and wellbeing. 
• Luft & Ingham's Johari Window (1955) – Proposing a model for enhancing self-awareness and interpersonal communication to foster trust and collaboration.
• McClelland's Four-Level Competency Framework (1973, 1998) – Identifying key competencies which enhance performance prediction and talent development.

These and over 100 other models are described in more detail in the Glossary of the book, Enhancing Performance at Work.

Diagnosis

To identify key challenges, the project began with an evaluation of the Kingston Graduate Attributes and their alignment with curriculum outcomes. This involved consultations with stakeholders, academic staff, and employers to contextualise these attributes for various subject areas. The initial diagnostic phase uncovered gaps in student confidence and transferable skills, aligning with findings from the World Economic Forum’s Future of Jobs Report. By embedding the AC Experience into the ‘Explore’ module for Level 5 students, the Programme aimed to provide accessible, inclusive, and realistic employability training.

Design

The AC Experience was designed to meet the following objectives:

1. Embed Kingston Graduate Attributes: Exercises were developed to ensure each attribute was assessed at least twice, aligned with learning outcomes.
2. Replicate Real-World Practices: Activities mirrored employer recruitment processes, incorporating competency-based interviews, team exercises, and presentations.
3. Ensure Accessibility and Inclusion: Exercises were tested with underrepresented groups, and assessors were trained to mitigate bias and provide constructive feedback.
4. Foster Experiential Learning: Reflective activities and feedback mechanisms were incorporated, allowing students to critically evaluate their performance and plan next steps.
5. Provide Bespoke Support: Complementary resources, such as webinars and post-event reports, supported ongoing student development.

Collaboration with employers and academic staff ensured the Programme’s relevance and scalability across diverse disciplines.

Implementation

The AC Experience was delivered through 30 half-day sessions, combining digital and in-person formats. Held at Twickenham Stoop Stadium to emulate a corporate environment, students engaged in realistic assessment exercises, including group tasks and individual presentations. Key implementation steps included:

1. Preparation: Students received guidance via emails, webinars, and online resources, achieving a 97% engagement rate.
2. Execution: Assessors conducted structured evaluations using standardised competency frameworks. Feedback reports were provided within 24 hours, enabling students to reflect and set goals.
3. Measurement: Quantitative and qualitative data, including pre- and post-surveys, were collected to assess learning gain and confidence improvements.
4. Feedback Integration: Insights from students, faculty, and employers informed continuous programme enhancement.

Evaluation

The AC Experience achieved measurable success across multiple metrics:

1. Attendance and Engagement: Attendance rates improved significantly, with Engineering increasing from 59% in 2022 to 93% in 2023.
2. Student Confidence: Confidence levels almost doubled, increasing by 38 percentage points, rising from 40% pre-assessment to 78% post-assessment.
3. Graduate Outcomes: Computer Science students showed an improvement of over 10% in favourable graduate outcomes over four years, correlating with the AC initiative (i.e. 8.7 percentage points, from 69.7% in the 2018/19 academic year to 78.4% in the 2021/2022 academic year).
4. Stakeholder Feedback: Overall, 97% of students would recommend this experience. Employers and faculty praised the realistic, impactful design, with one describing the experience as “uplifting and impeccably organised.” (Dr Vaibhavi Dalvi, Assistant Professor, Centre for International Studies, NMIMS.)
5. Industry Recognition: The Programme was shared as a best practice example at the Advance HE Employability Symposium.

Progressive Innovation

Kingston University recognised an opportunity to iterate on this Programme by training Level 6 psychology students as assessors and integrating comparative self-perception data for tailored support. 

Notes

As referenced in this submission, the World Economic Forum's Future of Jobs Report highlights a significant gap between graduates' capabilities and the demands of modern workplaces, especially with the rise of Artificial Intelligence (AI) and technology. Recent reports indicate many employers find graduates lacking in critical soft skills, necessitating additional investment in training for practical skills, mindset, and professional etiquette.

By embedding employability directly into the curriculum, Kingston University can ensure students are well-prepared for the evolving job market, delivering transformative results for both students and employers.

More Applied Business Psychology Case Studies

This real-world case study is one of 42 shared in The ABP’s Applied Business Psychology book, Enhancing Performance at Work, which is now available to order.

In addition to the 42 case study chapters, the book includes a comprehensive Glossary of every theory, framework, and model referenced throughout – a powerful resource for both practitioners and students interested in the psychology of enhancing performance.

The ABP is soon to release two more Applied Business Psychology books, sharing standout entries from The ABP’s Workforce Experience Awards in two further areas: creating thriving workplaces and driving success through assessment. Stay up to date on the Community Hub for release dates later in the year.